Polytechnic University of the Philippines Sta. Mesa, Manila College of Education Ramon Magsaysay (Cubao !igh School
A WEEKLY LESSON PLAN IN LITERATURE FOR GRADE 8: (February 16-19 !"16# Te$e%&'e Te$e%&'e )'*er+a,' (P'e.# byW'$e S'y/a
Pre%are0 by: MyrnilynPollosco
Sub.,,e0 ,': Mrs. Marites ". Unabia N',e0 by: Mrs. #ina $. $nama
De+r%,': %ast time, you&ve learned about a poem that sho's the sufferings of $frica. n this lesson, you 'ill be e)ploring the relationship of $fricans 'ith other people. "his 'ill also open your mind that 'e are all e*ual no matter 'here 'e came from. •
DAY 1 Task 1: Ob2e,*e+:
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E)press diverse opinions to'ard other people. Reflect on the situation given.
Pr'e0ure: "he teacher 'ill sho' t'o pictures. (+ne 'oman 'ith a blac sin color and one 'ith a 'hite sin color. •
#ive them this situationou are lost and you need someone to help you go bac to the place 'here you left. "here are only t'o strangers near you (sho's the t'o picture. /. "o 'hom 'ill you as for help0 1. 2hy did you choose her over the other0 3. 4o you thin it is fair to choose a person depending on their physical appearance0 2hat if you 'ere in their position0 2hat 'ould you feel0 •
Task 2: Ob2e,*e+: 4escribe 'hat racism is. Classify e)amples and non5e)amples of the 'ord by means of pictures. • •
Pr'e0ure: Sho' them a chart 'ith a diagram. •
4efinition
Synonyms $ntonyms
RA)IS3 E)amples •
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6on5E)amples
2ritten on the chart is the definition, synonyms, and antonyms of the 'ord. E)plain the meaning of the 'ord together 'ith its synonyms and
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antonyms. Sho' them pictures and let them classify if it sho's racism or not. %et them place it on the chart.
DAY ! Task 3: Ob2e,*e+: 4iscover unfamiliar 'ords. Match unfamiliar 'ords 'ith its definition. • •
Pr'e0ure: +n a cut out telephone booth. "he 'ords are 'ritten on each s*uare of the door the definitions are 'ritten inside the booth it is in random order. "he students 'ill choose a 'ord and match it 'ith its definition. •
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/.044ere, 5 not caring7 'ithout interest or concern 1. ra0 5 having an unpleasant smell or taste, as through decomposition, especially of fats or oils. 3.+5ue$& 5 to strie or press 'ith crushing force7 crush do'n. 8. 0u.b4'u0 5 speechless 'ith ama9ement :.+e%a 5 reddish5bro'n color ;. +%e,r'+'% 5 as if utili9ing a device to observe different aspects of color. <. 74$&, '4 4ay 5 an unrealistic idea or fantastic vie', a pipe dream =.brue,,e > (of a person having dar hair and, often, dar eyes and darish or olive sin. ?.%er'0e b$'0e 5 the color of hair that has been bleached 'ith hydrogen
pero)ide.
Task 4: Ob2e,*e+: $naly9e the bacground of the author and genre of the poem. Reflect on the message conveyed in the poem. Recogni9e the symbols, imagery, figures of speech, tone and theme of the poem 'ith the use of S@" organi9er. • • •
Pr'e0ure: 4istribute copies of the poem. ntroduce the bacground of the author 2ole Soyina. Read the poem first them the students 'ill repeat after the teacher. Auestions for discussion/. 2hat is the poem all about0 1. 2ho is the speaer of the poem0 "o 'hom is he taling to0 2hat point of vie' is used0 3. 2hat are they taling about in the telephone0 E)plain each stan9a of the poem. 8. 2hat is the attitude of the landlady to'ards the speaer0 2hat is the speaerBs reaction to this0 • • • •
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@ill up the S@" organi9er belo' by asing them 'hat are the symbols, imagery, figurative languages used and the tone and theme of the poem.
SIFT IOMY G NAM U GEB R E O A R LNT Y SID V TE H L E A M N E G U A G E DAY Task 5: Ob2e,*e+: Select lines that they lied the most. E)plain their o'nunderstanding of the lines in the poem. • •
Pr'e0ure: Sho' them a chart. "itle of the poem
%ines that you lie
2hat does it mean0 (E)plain it in your o'n 'ords
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%et them choose a line or lines in the poem that they lie or most appealing to them. 2rite their understanding of its meaning.
DAY ; Task 6: Ob2e,*e+: nterpret the meaning of the poem. Create a presentation that relates to theme of the poem. • •
Pr'e0ure: #roup the class into 1. Each group 'ill be given a tas. Group 15 Sing a song that is related to the theme. Group 2 5 nterpret a song that is related to the theme.
